Arab-Israeli Conflict Debates
You will be assigned to participate in one of the following three debates. In completing this assignment, you
will utilize the skills of research, argumentation, and oratory.
Debate #1: Are Palestinians justified in using violence to support their cause?
Debate #2: Who is more responsible for the failure of the peace process – Israel or Palestine?
Debate #3: Should the Israeli security fence be dismantled?
Requirements
1. Debate Prep (Group Grade: 25 points)
You will submit just one copy of the written preparation for your team. There are three components:
A. Arguments
- Make a list of the arguments that support your resolution. State each argument in a clear, concise
claim.
- Bullet-point key data that supports each claim.
B. Counter-arguments and rebuttals
- Brainstorm counter-arguments (i.e. the arguments that the other team will present). State each
counter-argument in a clear, concise claim.
- Write a short rebuttal to each counter-argument.
C. Works consulted
- Make a list of all the sources you consulted. You must have a minimum of 2 sources per person
in your group (for example, for a group of 4 students, you need to have a minimum of 8 sources).
- You do not need to follow MLA formatting rules, though you may do so if you like. For web
sources, list the article name, the name of the web site, the article date, and the URL. For
periodicals (newspapers, magazines), list the author, article name, periodical name, and date. For
books, list the author, book name, and date of publication. For resources I have provided in class,
identify which resource(s) you used (ex. PowerPoint Presentation: The Seeds of Racism in South
Africa).
Format: Typed – 12-point font, 1” margins. Follow the Model Debate Prep provided on the following
page.
2. Debate (Individual Grade: 25 points)
Here are a few important speaking points:
- Each speaker should begin by stating the argument simply and clearly. For example, “Palestinians are
justified in using violence to support their cause.”
- In this debate, if you refer to a specific source, do cite your evidence briefly. For example, “An
Economist article written in January 2010 cites the following statistics on the number of Palestinian
suicide bombings …”
- Be confident and avoid talking in a monotone. Remember that pauses can be effective – vary your
tone and cadence to emphasize key points and hold your audience’s attention.
MODEL DEBATE PREPARATION
Suzy Cue, Billy Smith, Sally Johnson, Timmy Bryson
Honors World History, 1st period
March 15, 2012
Arab-Israeli Conflict Debate Prep
Debate #1: Yes
Arguments
1. St. Francis’s athletic teams beat Bellarmine’s.
a. Football history: SFHS 35 wins, Bells 20 wins
b. Track: SFHS won dual meet 7 times in last 10 years
c. Volleyball and soccer: SFHS won CCS last year
2. St. Francis has a more beautiful campus than Bellarmine.
a. Bellarmine’s newest building is from 1995 vs. SFHS continues to build
b. Landscaping in SFHS quad vs. little foliage at Bellarmine
c. Turf fields at SFHS vs. weed-strewn football field at Bellarmine
d. SFHS’s brand new theater
Counter-Arguments and Rebuttals
Counter-Arguments
1. Bellarmine has a stronger academic program
than St. Francis.
2. Bellarmine’s swim team consistently beats St.
Francis’s.
Rebuttals
1. St. Francis has long had a reputation of having
a weaker academic program, but this
reputation is no longer valid, as the school has
improved tremendously over the past 15 years
and can now rival Bellarmine’s academics.
a. 2010 AP Exam scores: 400 passing scores
at SFHS, 390 passing scores at Bellarmine
b. Teachers with master’s degrees in their
subject area: 20 at SFHS, 18 at Bellarmine
c. Diversity of course offerings: SFHS offers
History of the Olympics, Psychology,
Creative Writing, Mystery Fiction,
Mandarin, Strength and Conditioning.
2. St. Francis’s water polo team has beaten
Bellarmine’s each of the past 3 years, plus see
Argument #1 above.
Works Consulted
“Jerusalem’s Troubled Geography.” BBC. 24 Jan. 2011. http://www.bbc.co.uk/news/world-middleeast-12266847.
“Trying to reconnect.” The Economist. 25 Feb. 2012. http://www.economist.com/node/21548295.
A Note on Quantity: List as many arguments and data points as you can find. Likewise, list as many
counter-arguments and rebuttals as you can think of. You should probably be able to come up with at
least 5 arguments and 5 counter-arguments.
Some online resources to get you started – be sure to think about the validity of the sources you find!!!
 BBC In-Depth on Israel and the Palestinians:
http://news.bbc.co.uk/1/hi/in_depth/middle_east/2001/israel_and_the_palestinians/
 Israeli Ministry of Foreign Affairs: http://www.mfa.gov.il/MFA
 PLO: http://www.nad-plo.org/
 The Economist (British): http://www.economist.com
 United Nations Information System on the Question of Palestine:
http://domino.un.org/unispal.nsf/home.htm
 Independent News – Middle East: http://www.independent.co.uk/news/world/middle-east/
 Jerusalem Post: http://www.jpost.com
 The Palestine Chronicle: http://www.palestinechronicle.com/
 Al-Ahram Weekly Online (Egyptian): http://weekly.ahram.org.eg/index.htm
 New York Times: http://www.nytimes.com
 PBS Newshour: http://www.pbs.org/newshour/indepth_coverage/middle_east/conflict/archive.html
--------------------------------------------------------------------------------------------------------------------------Debate Format
TEAM 1 (Yes/Israel)
[1] Presenter 1 __________________
(4 minute speech, 1 minute questions)
TEAM 2 (No/Palestine)
[2] Presenter 1 __________________
(4 minute speech, 1 minute questions)
***2 minutes to convene with team***
[3] Rebuttal ____________________
(3 minute response, no questions)
[4] Rebuttal ____________________
(3 minute response, no questions)
***2 minutes to convene with team***
[5] Rebuttal ____________________
(3 minute response, no questions)
[6] Rebuttal ____________________
(3 minute response, no questions)
***2 minutes to convene with team***
[7] Closing _____________________
(3 minute speech, no questions)
[8] Closing ____________________
(3 minute speech, no questions)
Delivery
(10 points)
Content &
Argumentation (15 points)
Debate Rubric: Presentations and Closing Speeches
Excellent (13-15)
Multiple strong arguments are made.
Poor (0-9)
The arguments are weak or far too few in number.
Abundant facts are provided to support the
argument.
Good (10-12)
Arguments are fairly strong and sufficient in
number.
Facts are provided, but they may be vague and some
may not support the argument.
There is thorough and logical analysis of the facts;
the analysis supports the argument convincingly.
There is analysis of the facts; the analysis provides
adequate support for the argument.
Analysis of the facts is almost absent, vague, and/or
illogical.
Presents information in a logical sequence which
the audience can follow very easily.
Presents information in a fairly logical sequence
which the audience can follow.
Audience cannot understand presentation because
there is no organization.
Excellent (9-10)
Voice is appropriately loud, clear and confident.
Strong inflection.
Pace of delivery is just right. Varied pacing enhances
the presentation (ex. effective pauses).
Good (7-8)
Voice is audible and clear.
There is some inflection, but there could be more.
Pace of delivery is a little too fast or slow. The pace
could use more variation.
Poor (0-6)
Voice is too soft and hard to hear.
Consistent monotone.
Pace of delivery is so fast as to be incomprehensible.
Sophisticated diction that is appropriate to the
setting. Few or no filler words (ex. “um”).
Diction is appropriate. Some filler words.
Diction is poor and inappropriate. Filler words are
completely distracting.
Displays enthusiasm for the material and strong
conviction. Audience is inspired.
Displays some interest in the material and some
conviction. Audience pays attention.
Shows absolutely no interest in the topic. Audience
struggles to listen.
Body Language: Stands tall and confident. Any
movements enhance the presentation.
Slouches a bit. Movements are somewhat unnatural
or distracting.
Terrible posture. Movements and/or appearance
are very distracting.
Makes direct eye contact with all members of the
audience. Minimal use of notes.
Looks up consistently, but does not hold meaningful
eye contact with all members of the audience.
Consults notes consistently.
Limited to no eye contact. Relies on notes very
heavily / virtually reads the speech.
Timing:
o Speech is within 30 seconds of assigned time (-0)
o Speech is between 31 and 60 seconds away from assigned time (-1)
o Speech is between 60 and 90 seconds away from assigned time (-2)
o Speech is more than 90 seconds away from assigned time (-3)
Facts are insufficient and/or erroneous.
TOTAL: _____ / 25 points
Delivery
(10 points)
Content &
Argumentation (15 points)
Debate Rubric: Rebuttals
Excellent (13-15)
The speaker directly addresses multiple
arguments made by his opponent(s). The counterarguments are clear, logical, and convincing.
Good (10-12)
The speaker addresses some of his opponent’s
arguments, but could have addressed more. The
counter-arguments are somewhat vague or illogical.
Poor (0-9)
The speaker addresses few or none of his
opponent’s arguments. The counter-arguments are
vague and illogical.
Abundant facts are provided to support the
arguments.
Facts are provided, but they may be vague and some
may not support the arguments.
Facts are insufficient and/or erroneous.
Presents information in a logical sequence which
the audience can follow very easily.
Presents information in a fairly logical sequence
which the audience can follow.
Audience cannot understand presentation because
there is no organization.
Excellent (9-10)
Voice is appropriately loud, clear and confident.
Strong inflection.
Pace of delivery is just right. Varied pacing enhances
the presentation (ex. effective pauses).
Good (7-8)
Voice is audible and clear.
There is some inflection, but there could be more.
Poor (0-6)
Voice is too soft and hard to hear.
Consistent monotone.
Pace of delivery is a little too fast or slow. The pace
could use more variation.
Pace of delivery is so fast as to be incomprehensible.
Sophisticated diction that is appropriate to the
setting. Few or no filler words (ex. “um”).
Diction is appropriate. Some filler words.
Diction is poor and inappropriate. Filler words are
completely distracting.
Displays enthusiasm for the material and strong
conviction. Audience is inspired.
Displays some interest in the material and some
conviction. Audience pays attention.
Shows absolutely no interest in the topic. Audience
struggles to listen.
Body Language: Stands tall and confident. Any
movements enhance the presentation.
Slouches a bit. Movements are somewhat unnatural
or distracting.
Terrible posture. Movements and/or appearance
are very distracting.
Makes direct eye contact with all members of the
audience. Minimal use of notes.
Looks up consistently, but does not hold meaningful
eye contact with all members of the audience.
Consults notes consistently.
Limited to no eye contact. Relies on notes very
heavily / virtually reads the speech.
Timing:
o Speech is within 30 seconds of assigned time (-0)
o Speech is between 31 and 60 seconds away from assigned time (-1)
o Speech is between 60 and 90 seconds away from assigned time (-2)
o Speech is more than 90 seconds away from assigned time (-3)
TOTAL: _____ / 25 points